Maulana et.al (2014) researched changes in teacher–student interpersonal relationships, in relation to academic motivation. The research highlighted the importance of these high quality teacher-student relationships, which were positively correlated with learner motivation, over time and consequently achievement. N.B. this research is ethnocentric, based in Indonesia and many of the findings contradict those from western cultures. The cross-cultural finding in the journal, both in Maulana et.al.’s research and those they cite, indicates the vital importance of identifying the subculture between the learners and each teacher, and they build up the rules and rapport appropriately. Controlled motivation is likely to be vital for transitions students who may have emotional and behavioural issues and ESOL learners where there is likely to be a power distance between the teacher and student. The research shows that high-ability students’ autonomous academic motivation is vulnerable to a rapid decline. This is likely to apply to our A Level physics, chemistry and maths learners etc.